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A Labor of Love: Art Production and Social Practice in Learning To Love You More founded by Harrell Fletcher and Miranda JulySchorgl, Annie 11 August 2009 (has links)
No description available.
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Partake ColumbusGard, Jennifer Hansen 03 September 2015 (has links)
No description available.
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Understanding Sustainable Consumption Behavior : A Comparative Study among Swedish and Indian consumersHaioty, Mohamed, Mohamed Azeem, Lubna January 2024 (has links)
The purpose of this thesis is to deepen our understanding of sustainable consumption behavior and provide valuable insights that can inform efforts to promote sustainability at both individual and societal levels. Through focus group interviews and a comparative analysis of diverse socio-cultural contexts, this study aims to contribute to ongoing discussions and initiatives aimed at achieving a more sustainable world.
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Sustainable Food Consumption Practices : Case Studies and Contexts from Edmonton, CanadaTouchie, Rachel January 2017 (has links)
The globalized food system poses many systemic challenges that have significant impacts on the environment and human health. In order to tackle these challenges, especially those relating to climate change, it is assumed that consumers need to be accountable for the role they play in these issues, requiring them to alter their harmful consumption habits. In terms of the food system, this means that people need to evolve into ethical consumers and become more invested in what and how much they eat, where it comes from, etc . However, throughout the literature and in policies, there remains a focus on altering what people buy, rather than reducing waste from their overconsumption. Reducing waste and consumption would have a more beneficial impact for the environment, human health, and urban sustainability, yet it remains secondary to the narrative of buying sustainable alternatives. A waste reduction narrative would encourage sustainable behaviours that would also be more accessible to households of various socioeconomic backgrounds, and would provide more tangible results in terms of money saved, reduced greenhouse gases and waste output, and increased sustainability. However, food consumption is the result of many ingrained daily food practices influenced by a multitude of factors that prevent people from consciously considering the consequences of their actions. Food consumption and waste management as a phenomenon can therefore be interpreted using Social Practice Theory (SPT), which states that all humans act autonomously and according to social norms. This means that practices are recursive and routinized, subject to change, yet somewhat unconscious. All practices lead to consumption in some way, and changing such deeply embedded routines to become more sustainable requires a full understanding of these deeply entrenched practices. Practices can be broken down into three main components that drive how practices are formed and maintained:materials, competences, and meanings. This project uses mini-ethnographic studies to highlight SPT in order to understand the factors (contextual, materials, competences, and meanings) influencing households in Edmonton, Canada as they navigate the current sustainability narrative, and how they approach sustainable food consumption and food waste management. The results from this study lend some insight into what materials, competences, meanings, and other factors drive people already somewhat aware of sustainable food consumption issues to practice such types of behaviour. These influential elements have been found in many other recently published works, and give further insight into how broad external factors and specific internal factors can drive consumption practices. Prevention and reduction behaviours were already somewhat prevalent in this group. It is important that education programs targeting sustainable food consumption behaviours understand what drives certain food related practices, and how they can target the barriers that prevent certain groups of people from adopting more sustainable habits.
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A formação do professor leitor: práticas de leitura em diferentes contextosPozzetti, Renata Angélica 09 November 2007 (has links)
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Previous issue date: 2007-11-09 / The theme reported in this research concerns about the teacher-reader s
formation and the reading teaching aiming at investigating the formation of the
reading teacher in videoconference and in the reading social practice in group.
This research aims at having a different look to the teacher-reader formation,
responsible in a certain way, for cultivating the readers will and therefore he
needs to know the theories of the reading teaching and experiences new ways
of reading, such as the think-aloud in group, in which the co-construction and
negotiation of meanings in the interaction of the readers in group occur. The
data of the research were elaborated according to the videoconference destined
to the teachers of the public schools, who belong to the Programa Ler e Viver ,
and according to the reading social practice of the high-thinking in group
(Zanotto, 1995, 1998) in which two teachers who are finishing the course are
involved with the purpose of getting the conception of reading that is in each of
those practices and the theoretical and methodological theories that can be
given to the teacher in formation (Kleiman, 1995; Soares, 1998). Then, I have
suggested a research in which the corpus, the treatment and the data analysis
are based on the qualitative research, more precisely, the Ethnographic one.
The Ethnographic research can be considered the base to the reflection of how
the teacher-reader formation and the reading are. As a researcher I got a
different position in each of both moments: as an observer during the
videoconference and as an observer-participant (Atkenson & Hammersley,
1998) in the think-aloud in group, without any intention of modifying people or
the environment. / O tema abordado nesta pesquisa é a formação do professor leitor e o ensino
de leitura com o objetivo de investigar a formação do professor de leitura em
videoconferência e na prática social de leitura em grupo. Justificam esta
pesquisa a necessidade de um olhar diferenciado para a formação do professor
leitor, formador de leitores e que por isso, precisa conhecer as bases teóricas
do ensino de leitura e experenciar novas maneiras de ler e perceber que o ato
de leitura ocorre por meio do co-construção de sentidos negociados entre os
componentes da interação leitor-texto. Os dados da pesquisa foram
constituídos pela videoconferência realizada para professores da rede pública,
que são participantes do Programa Ler e Viver, e pela prática social de leitura
do pensar alto em grupo (Zanotto,1995,1998) com duas professoras
concluintes desse curso, na tentativa de detectar a concepção de leitura
subjacente a cada uma dessas práticas de formação e quais embasamentos
teóricos e metodológicos oferecem ao professor em formação (Kleiman, 1995;
Soares, 1998). Para tanto, propus uma pesquisa que envolveria a geração,
coleta, tratamento e análise dos dados segundo a metodologia da pesquisa
qualitativa de cunho etnográfico, base para a reflexão sobre a formação do
professor-leitor e de leitura. Minha posição, enquanto pesquisadora, foi
diferenciada em cada um dos dois momentos: de observadora, durante a
videoconferência, e, de observadora participante (Atkinson & Hammersley,
1998) no pensar alto em grupo, sem intenção ou pretensão de introduzir
modificações nas pessoas ou ambientes
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PROCESSO HISTÓRICO DO SERVIÇO SOCIAL EM INSTITUTOS FEDERAIS DE EDUCAÇÃO, CIÊNCIA E TECNOLOGIA NO ESTADO DE GOIÁS: DIMENSÕES DA PRÁTICA PROFISSIONAL DO ASSISTENTE SOCIAL 1989 a 2009Micheli, Altair Justino de Carvalho 13 April 2010 (has links)
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Previous issue date: 2010-04-13 / This essay s object of study is the historical process of Social Work in the federal
educational, scientific and technological institutes in Goiás Institudo Federal de
Goiás (IFG) and Institudo Federal Goiano (IF Goiano). The process is analyzed
through the dialectic articulation of the theoretical-methodological, ethical-political
and technical-operational dimensions that are the foundation for the social worker s
practice, understood as professional praxis, theoretically guided and imbued of a
collective intention, provided by the Projeto Ético-Político Profissional Professional
Ethical-political project (Pepp) of the profession. The federal institutes are understood
as contradictory social-occupational territories, since they meet the needs of the
capital as well as making concessions to working class demands by offering
technical and professional education as a public service policy, acquired by right.
Based on the theoretical analysis of empiric data, this study has identified objective
and subjective possibilities of a rupture, by the social workers, from the conservative
historical trait usual to the profession, as well as the consolidation of a socialoccupational
territory, with the creation of a prevailing proposal to the profession. The
adoption of a critical dialectic Marxism method has provided the unveiling of the
immediaticy of the object, through the addition of analytical categories such as
process, contradiction and mediation, keeping in mind the understanding of real as
historical totality, in all its economical, sociopolitical and cultural determinations. In
the investigation process, primary and secondary sources were used, such as
questionnaires and interviews, as well as bibliographical and documental analysis. In
the understanding of the Pepp dimensions, strategic actions, procedures and
instruments used while planning, as well as identifying the principles, values and
ethics that rule the professional practice and conceptions were prioritized. As a
perspective and a tendency, this study points to the need to make the conception of
Social Work explicit, as well as the intention of rupture or the tension regarding the
misunderstandings and distortions about the functions and competences of the
Social Work, and the goal is to extend professional competences, specially in the
transition from doer to proposer and coordinator of effective policies that meet the
social needs of both students and government employees alike. To sum up, we have
verified, limits and contradictions notwithstanding, the perspective to advance in the
direction of the consolidation of the Pepp in this important social-occupational
territory. Professionals must incorporate theoretical-technological, ethical-political
and technical-operational advances that were introduced to the profession in the last
decades, doing so by means of a continued study with the objective of bridging
analysis and evaluation for the processing of a foundation, based on the objective
working conditions and the social relations established. It is imperative that the social
worker makes use of the professional ethical-political project, so that he may be able
to articulate its dimensions dialectically, developing a professional praxis theoretically
guided and imbued of a collective intention, capable of materializing a new
institutionalization and historical process in the profession, in such a way that it
provides a new meaning, under the aegis of the acquired right. / Esta dissertação tem como objeto de estudo a processualidade histórica do Serviço
Social nos institutos federais de educação, ciência e tecnologia em Goiás Instituto
Federal de Goiás (IFG) e Instituto Federal Goiano (IF Goiano). Esse processo é
analisado por meio da articulação dialética entre as dimensões teórico-metodológica,
ético-política e técnico-operativa que fundamentam a prática dos assistentes sociais,
concebida como práxis profissional, orientada teoricamente e dotada de uma
intencionalidade coletiva, dada pelo Projeto Ético-Político Profissional (Pepp) da
categoria. Os institutos federais são apreendidos como espaços sócio-ocupacionais
contraditórios, por atenderem aos interesses do capital, e também por fazerem
concessões às demandas da classe trabalhadora, ao oferecerem educação
profissional e tecnológica como política pública de direito. Com base na análise
teórica dos dados empíricos, este estudo identificou possibilidades objetivas e
subjetivas de ruptura, dos assistentes sociais, com o histórico traço conservador
presente na profissão, bem como da consolidação desse espaço sócio-ocupacional,
mediante a construção de uma proposta comum para a área. A adoção do método
crítico dialético marxista propiciou o desvelamento da imediaticidade do objeto, por
meio da incorporação de categorias analíticas tais como a processualidade, a
contradição e a mediação, tendo em vista apreender o movimento do real como
totalidade histórica, em suas determinações econômicas, sociopolíticas e culturais.
No processo investigativo, foram utilizadas fontes primárias e secundárias mediante
aplicação de questionários e entrevistas, análise bibliográfica e documental. Na
apreensão das dimensões do Pepp, priorizou-se a análise das ações estratégicas,
procedimentos e instrumentos utilizados no planejamento, sistematização, execução
e avaliação das ações, bem como a identificação dos princípios, valores e questões
éticas que orientam a concepção e prática profissional. Como perspectiva e
tendência, este estudo aponta a necessidade de ser explicitada a concepção de
Serviço Social, bem como a intenção de ruptura ou a tensão em relação aos
equívocos e distorções a respeito de atribuições e competências do Serviço Social,
com o objetivo de ampliar as competências profissionais, na transição da condição
de executor para a de propositor e coordenador de políticas efetivas que atendam às
necessidades sociais tanto de alunos quanto de servidores. Em suma, verificou-se,
não obstante os limites e contradições presentes, a existência de perspectivas e
avanços rumo à consolidação do Pepp, nesse importante espaço sócio-ocupacional.
Aos profissionais compete a incorporação dos avanços teórico-metodológicos, éticopolíticos
e técnico-operativos, dimensões apreendidas pela categoria nas últimas
décadas, por meio da formação continuada, com o objetivo de realizar o trânsito da
análise e da avaliação para o processamento desses fundamentos, com base nas
condições objetivas de trabalho e das relações sociais estabelecidas. Torna-se
mister que o assistente social se aproprie dos fundamentos do projeto ético-político
profissional, para que seja capaz de articular dialeticamente suas dimensões,
desenvolvendo uma práxis profissional orientada teoricamente e dotada de uma tal
intencionalidade coletiva, capaz de materializar uma nova institucionalidade e
processualidade histórica na profissão, de forma a atribuir-lhe um novo significado,
sob a égide do direito.
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IDENTIDADES DE RAÇA, DE GÊNERO E DE SEXUALIDADE NAS AULAS DE LÍNGUA INGLESA NA VISÃO DAS/OS ESTUDANTESSene, Rosana Aparecida Ribeiro de 31 March 2017 (has links)
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Previous issue date: 2017-03-31 / The reflections brought here are relevant to the study of speech with regard to foreign languages, more specifically English, approaching the identities of genre, race and sexuality. The research was carried out in the “Zumbi dos Palmares” State School, in the town of Prudentópolis- PR, in a class of the second year of High School. It aims at investigating how the pupils perceive the issues of genre, race and sexuality in the school environment, and understanding why we should discuss such identities in the English lessons, from the students’ perspective. The research answered to the questions: how do students perceive the identities of race, genre and sexuality in the English lessons? And yet, what are the reasons for discussing the identities of race, genre and sexuality in the English lessons, from the students’ perspective? The research was based on the theoretical references of social identities of race by: Ferreira (2006, 2014, 2012, 2015), Gomes (2005), Hall (2003), Carone (2002), Bento (2002), Cavalleiro (2014), and Melo (2015). For social identities of genre the reference was: Louro (1997, 2008, 2007, 2000, 2009, 2013), Scott (1995), Auad (2003, 2006), Beauvoir (1970), Garcia (2011). And as for sexuality: Miskolci (2012), Weeks (2000), Butler (2000, 2010), Salih (2013), Furlani (2012), and Nelson (2015). Theoretical reference was also used for the issues of identities and the teaching of the English language: Moita Lopes (2002, 2006), Hall (2011), Woodward (2013), Silva (2013), Dias and Mastrella-Andrade (2015), Cruz (2015), Jorge (2014), and Pereira(2014). The method employed is qualitative research of the ethnographic type, case study with theoretical backing in André (1995), Bortoni-Ricardo (2008), and Yin (2001), making use of the following tools of data generation: a questionnaire, autobiographical narrative, interview of focus group and field diary, with basis on Marconi (1990), Menga and André (1986), Gatti (2005), and Barbour (2009). The analyses on this research demonstrate that the school curriculum is still very conservative, keeping the identities white, heterosexual and male as the ideal representation in the school environment, disregarding or minimising suffering, inequality, prejudice, racism, homophobia, and sexism of the least represented identities concerning the issues of genre, race and sexuality. Besides, it was possible to observe that the school silencing before the questions of genre, race and sexuality causes serious consequences to the students, such as: isolation, racism, racial prejudice, depression, homophobia, anxiety, low self-esteem, feelings of inferiority, exclusion, denial of oneself, lack of understanding, physical, verbal and psychological violence , and disputes between male and female, where the male is outstanding as compared to the female. The analyses also demonstrate that some pupils try to take action to break off the standard “rules” supported by the school. They show themselves brave when taking on their identities of genre, race and sexuality in this environment. However, because of the existing power inside such school environment, at the moment of confrontation to keep the “order” or to support the new possibilities of people’s experience, in most of the times, the “rule” prevails in the end. This way, in order to help destabilize the “rule”, it becomes necessary to “empower” the issues of genre, race and sexuality. In view of this, the English language can be used as a major instrument to build up meaning in the social practices, deconstructing the formation of the binarism: man/woman, black/white, eterosexual/homosexual, in the educational environment, contributing to the construction of a more humane society. / As reflexões trazidas aqui são pertinentes ao estudo da linguagem, no que se refere à língua estrangeira, especificamente ao inglês, abordando as identidades de raça, de gênero e de sexualidade. A pesquisa foi realizada na Escola Estadual Zumbi dos Palmares, município de Prudentópolis - PR, em uma turma de 2ª Série do Ensino Médio, tendo como objetivos: investigar como as/os estudantes percebem as identidades de raça, de gênero e de sexualidade no ambiente escolar, e compreender as razões de problematizar, tais identidades nas aulas de língua inglesa, na perspectivas das/os estudantes. A pesquisa respondeu às perguntas: como as/os estudantes percebem as identidades de raça, de gênero e de sexualidade na sala de aula de língua inglesa? E, ainda, quais são as razões para problematizar as identidades de raça, de gênero e de sexualidade nas aulas de língua inglesa na perspectiva das/os estudantes? A pesquisa foi embasada nos referenciais teóricos de identidades sociais de raça em: Ferreira (2006, 2014, 2012, 2015), Gomes (2005), Hall (2003), Carone (2002), Bento (2002), Cavalleiro (2014), Melo (2015); de gênero: Louro (1997, 2008, 2007, 2000, 2009, 2013), Scott (1995), Auad (2003, 2006), Beauvoir (1970), Garcia (2011); e de sexualidade: Miskolci (2012), Weeks (2000), Butler (2000, 2010), Salih (2013), Furlani (2013), Nelson (2015). Também foram utilizados como referenciais teóricos, para as questões de identidades e ensino da língua inglesa, as/os autoras/es: Moita Lopes (2002, 2006), Rodrigues (2003), Dutra (2003), Fabrício (2006), Hall (2011), Woodward (2013), Silva (2013), Dias e Mastrella-de-Andrade (2015), Cruz (2015), Jorge (2014), Pereira (2014). A pesquisa é de cunho qualitativa, do tipo etnográfica, e estudo de caso, com respaldo teórico em André (1995), Bortoni-Ricardo (2008), Yin (2001), tendo os seguintes instrumentos de geração de dados: questionário, narrativa autobiográfica, entrevista de grupo focal e diário de campo, com respaldo em Marconi (1990), Menga e André (1986), Gatti (2005) Barbour (2009). As análises feitas nesta pesquisa, demonstram que o currículo escolar ainda é muito conservador, mantendo as identidades de homem, branco, heterossexual, como representação ideal no ambiente escolar, desconsiderando ou minimizando o sofrimento, a desigualdade, o preconceito, o racismo, a homofobia e o sexismo das identidades menos representadas relacionadas às questões de raça, de gênero e de sexualidade. Também foi constatado que o silenciamento da escola perante as questões de raça, de gênero e de sexualidade causam consequências graves para as/os estudantes como, por exemplo, isolamento, racismo, preconceito racial, depressão, homofobia, ansiedade, baixa autoestima, sentimentos de inferioridade, exclusão, negação de si mesma/o, incompreensão, violência física, verbal e psicológica, disputas entre o feminino e o masculino, no qual o masculino se sobressai perante o feminino. As análises, também demonstram que algumas/uns estudantes partem para o enfrentamento de romper com a "norma" padrão defendida pela escola, se mostrando corajosas/os em assumir suas identidades de raça, de gênero, de sexualidade nesse ambiente. Porém, o poder existente dentro do ambiente escolar, no momento do confronto entre manter a "ordem" ou apoiar as “novas possibilidades de vivência das pessoas”, acabam, na maioria das vezes, fazendo com que a "norma" prevaleça. Dessa maneira, para desestabilizar a "norma", se faz necessário o "empoderamento" das questões de raça, de gênero e de sexualidade. Na qual, a língua inglesa pode se tornar uma ferramenta importante, na construção de significado das práticas sociais, desestabilizando a composição do binarismo: homem/mulher, negro(a)/branco(a), heterossexual/homossexual, no ambiente educacional, colaborando na/para construção de uma sociedade mais humana.
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PRÁTICA SOCIAL RELACIONADA A SEXUALIDADE E GÊNERO ENTRE JOVENS UNIVERSITÁRIOSLima, Valeria Soares de 14 September 2017 (has links)
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Previous issue date: 2017-09-14 / The primary goal of this research is to examine social practices related to sexuality and gender
among college students from two higher education institutions (one public and one private)
located in Anápolis, Brazil. The theoretical framework adopted in this thesis delimits the
philosophical, historical and conceptual aspects regarding body, sexuality and gender based
on Nunes (2005), Le Breton (2007), Louro (2013) Scott (1995), Siqueira (2010), Foucault
(1979, 2014, 2015), Melani (2012), Corbin, Courtine and Vigarello (2008), Siqueira (2008),
Puleo (2004), Nye (1995), Beauvoir (1970), Connel and Pearse (2015), Matos (2010), among
others. These authors discuss how categories such as body, gender and sexuality are filled
with representations, based on concepts that have been established throughout the history of
human development as well as on theoretical concepts describing them. In what concerns
philosophical and historical aspects, the present analysis is consistent with the interpretations
and social practices that have been established by numerous individuals, in different contexts
and historical periods, regarding the aforementioned categories, in such a way that the
multiple manifestations, observations, analyses, experiences and studies that influence
contemporary perceptions contribute to social and political actions, such as the feminist
movement (first, second, third and fourth wave), which also includes gays and lesbian groups.
This thesis also takes into account previous work by Moscovici (1978, 2015), Vala and Castro
(2013), Dias (2014), Goffman (1988), Parker (1999), Freud (1910, 1925) and Reich (1978) to
discuss how social representations are shaped by communication processes, gestures, among
other factors, which cut across social relations and feed discourses, conceptions and social
practices, both individual and collective, with respect to objects, things and individuals. In
this scenario, sexuality, gender and homosexuals are critical elements, as they determine
perceptions and behaviors able to stimulate or mitigate the effects of prejudice and
discrimination. As for the quanti-qualitative field research conducted in this study, a
questionnaire composed of 47 open and closed-ended questions was applied to 227
individuals, adults and young adults with ages ranging from 19 to 40 years old. The
questionnaire was designed to verify how participants experienced their own sexuality and
corporeity. This survey has also shown how these people perceive gender issues
(homosexuality, in particular) within the social representations that have been structured over
the course of their development and that stem from interactions between individuals inside or
outside university circles. Moreover, the questionnaire responses, detailed in the data analysis
section in this thesis, reveal senses and meanings that have been built up over their
educational processes and interpersonal relationships. / A presente pesquisa tem como objetivo principal verificar as práticas sociais relacionadas a
sexualidade e a gênero entre jovens universitários de duas Instituições de Ensino Superior,
uma pública e outra privada, em Anápolis – GO. Na fundamentação teórica, busca-se delinear
os aspectos conceituais, históricos e filosóficos que permeiam a sexualidade, o corpo e o
gênero por meio das concepções de Nunes (2005), Le Breton (2007), Louro (2013) Scott
(1995), Siqueira (2010), Foucault (1979, 2014, 2015), Melani (2012), Corbin, Courtine e
Vigarello (2008), Siqueira (2008), Puleo (2004), Nye (1995), Beauvoir (1970), Connel e
Pearse (2015), Matos (2010), entre outros. Os referidos autores discutem como as categorias
corpo, sexualidade e gênero estão repletas de representações, por meio dos conceitos que
foram sendo estruturados ao longo do desenvolvimento humano e das diversas concepções
teóricas que os descrevem. No que diz respeito aos aspectos filosóficos e históricos, a análise
converge com as leituras e com as práticas sociais que foram sendo instituídas por diferentes
sujeitos, em diferentes contextos e épocas, sobre essas três categorias, de modo que as
múltiplas manifestações, observações, análises, experiências e estudos que incidem nas
percepções contemporâneas concorrem para ações com conotações sociais e políticas, como
as que acontecem até os dias atuais com o movimento feminista (primeira, segunda, terceira e
quarta onda), que abarca outros segmentos, como os grupos gays e lésbicos. Como elemento
complementar desta dissertação, discute-se, por meio das análises de Moscovici (1978, 2015),
Vala e Castro (2013), Dias (2014), Goffman (1988), Parker (1999), Freud (1910, 1925) e
Reich (1978), como as representações sociais são forjadas por meio dos processos
comunicativos, dos gestos, entre outros, que circulam e entrecruzam as relações sociais e vão
alimentando os discursos, as concepções e as práticas sociais individuais e coletivas em
relação aos objetos, às coisas e aos sujeitos. Nesse caso, destacam-se a sexualidade, o gênero
e os homossexuais, que acabam por determinar percepções e comportamentos que podem
estimular ou minimizar o preconceito e a discriminação. Na pesquisa de campo de cunho
quantiqualitativo, verificou-se, por meio da aplicação de um questionário com 47 perguntas
fechadas e abertas, como 227 indivíduos — jovens adultos e adultos que, em sua maioria,
estão na faixa etária de 19 anos a 40 anos — vivenciam e experienciam sua sexualidade e
corporeidade. O questionário também verificou como esses indivíduos percebem a questão de
gênero (em particular, a homossexualidade) dentro das representações sociais que foram
sendo estruturadas no decorrer do seu desenvolvimento e a partir do convívio dentro e fora da
universidade/faculdade, e verificou quais sentidos e significados eles foram construindo ao
longo do seu processo educativo e nas suas relações com o outro, o que se revela nas
respostas descritas na análise de dados.
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Eleven och Lärandemiljön : En studie av barns lärande med fokus på läsning och skrivningNyström, Ia January 2002 (has links)
The thesis describes what happens when twelve students learn to read and write. The main purpose of this thesis is to shed light on the learning process of the students, with respect to reading and writing, based on the specific learning environment. Special attention is given to the relationship between the individual and the environment. It is the author's strong belief that one needs to look at both these aspects together. Further, the intention of the thesis is not to compare different environments in terms of good or bad, but rather to use them as examples of situated social practices for reading. The investigation has an ethnographic approach and is based primarily on qualitative data collected by personal studies of the students' reading and writing processes in the classroom environment. Secondly, estimations of the students' reading abilities have been performed in order to validate various kinds of data. Twelve students have been studied from August 1998 when they started in first grade and until March 2001. The analysis derives from Vygotskij's theory, the sociocultural perspective, and to get a better understanding of differences and similarities between the environments, Bernstein's theory about the visible and invisible pedagogic was used. The result indicates that in a classroom, students show a variety of specific behaviours related to the setting in different ways. The conclusion of this thesis is that it is urgent to make teachers observe and pay attention to the behaviour pattern of each group of readers. Teachers hereby receive a tool that gives them a chance to identify students with negative patterns in purpose to make them choose a constructive way of learning. Through guidance the teacher may transfer successful strategies and/or design situations that make it possible for the students to discover an alternative way of learning.
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Framväxten av sjuksköterskan som omvårdnadsexpert : Meningsskapande om vård under 1900-taletRehn, Helena January 2008 (has links)
This dissertion is focused on the concept of caring and its historical development. The aim is to examine the meaning making processes involved in shaping the caring practice in the twentieth century by pointing out and analysing conceptions of caring in texts. The study is based on analyses of union publications, textbooks and texts produced by Swedish governmental committees. Theoretically and methodologically this study is inspired by Norman Fairclough, his critical discourse analysis and his views on meaning, language, change and power relations. The analysis shows that two separate constructions of meaning have dominated the twentieth century. During the first half of the twentieth century, medical science was the chief influence on caring, the idea being that caring should be supplementary to medical practice. Both nurses and nurse's assistants have contributed to this concept of meaning. In the sixties, however, something happened. Old and predominant views on caring are being rejected and questioned by the nurses. The dominant medical discourse is being problemized. Ideas from discourses formally marginalized are being employed by nurses and the governmental committees. The importance of satisfying needs, not just medical ones, and a holistic view on caring are now being stressed. The patient, not the doctor, is thereby focused in the caring practice. The meaning of caring changes from a doing with the body inte a special attitude to the patient. "Omvårdnad" (nursing) is more and more the term around which meaning is evolving.
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